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Parental technoference and adolescents’ mental health and violent behaviour: a scoping review

BMC public health, 2023-10, Vol.23 (1), p.1-2053, Article 2053

2023

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Where Are the Costs? Using an Economic Analysis of Educational Interventions Approach to Improve the Evaluation of a Regional School Improvement Programme

Education sciences, 2024-09, Vol.14 (9), p.957

2024

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Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching

Journal of autism and developmental disorders, 2013-03, Vol.43 (3), p.569-578

2013

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Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils

British journal of special education, 2021-09, Vol.48 (3), p.369-392

2021

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TEACHING EARLY READING SKILLS TO CHILDREN WITH AUTISM USING MIMIOSPROUT EARLY READING

Behavioral interventions, 2013-07, Vol.28 (3), p.203-224

2013

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Meta-Analysis of Early Intensive Behavioral Intervention for Children With Autism

Journal of clinical child and adolescent psychology, 2009-05, Vol.38 (3), p.439-450

2009

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Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings

Journal of autism and developmental disorders, 2012-02, Vol.42 (2), p.210-220

2012

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Teaching handwriting skills to children with intellectual disabilities using an adapted handwriting programme

Support for learning, 2017-11, Vol.32 (4), p.313-336

2017

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Parenting Sense of Competence in Mothers of Children with Autism: Associations with Parental Expectations and Levels of Family Support Needs

Journal of intellectual & developmental disability, 2019-04, Vol.44 (2), p.212-218

2019

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Effects of implementation support on children's reading outcomes following an online early reading programme: A cluster‐randomised controlled trial

British journal of educational technology, 2023-09, Vol.54 (5), p.1373-1396

2023

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Using Participant Data to Extend the Evidence Base for Intensive Behavioral Intervention for Children with Autism

American journal on intellectual and developmental disabilities, 2010-09, Vol.115 (5), p.381-405

2010

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From evidence‐informed to evidence‐based: An evidence building framework for education

Review of education (Oxford), 2022-04, Vol.10 (1), p.n/a

2022

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Emotional and behavioural problems of children with autism spectrum disorder attending mainstream schools

International journal of developmental disabilities, 2022-09, Vol.68 (5), p.633-640

2022

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Increasing support staff fluency with the content of behaviour support plans: An application of precision teaching

Journal of intellectual & developmental disability, 2018-04, Vol.43 (2), p.213-222

2018

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Teaching conventional early reading skills to children with intellectual disabilities in special schools in the UK: a survey of current practices and perceived barriers

European journal of special needs education, 2021-08, Vol.36 (4), p.485-501

2021

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Implementing evidence-based practice: the challenge of delivering what works for people with learning disabilities at risk of behaviours that challenge

Tizard learning disability review, 2020-12, Vol.25 (3), p.133-143

2020

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Collective effort to enhance the quality of research evidence in intellectual and developmental disabilities: a case study of an academic-practice network

Tizard learning disability review, 2024-05, Vol.29 (1), p.5-13

2024

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Assessing the Social Validity of the SAFMEDS Strategy From the Perspective of Teachers and Children

Frontiers in education (Lausanne), 2021-07, Vol.6

2021

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Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools

Support for learning, 2023-11, Vol.38 (4), p.183-193

2023

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Common approaches to intervention for the support and education of children with autism in the UK: an internet-based parent survey

International journal of developmental disabilities, 2018-03, Vol.64 (2), p.105-112

2018

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UK parents' beliefs about applied behaviour analysis as an approach to autism education

European journal of special needs education, 2017-10, Vol.32 (4), p.543-555

2017

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Headsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial

Journal of research in special educational needs, 2021-10, Vol.21 (4), p.334-344

2021

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Implementation Support Improves Outcomes of a Fluency-Based Mathematics Strategy: A Cluster-Randomized Controlled Trial

Journal of research on educational effectiveness, 2021-07, Vol.14 (3), p.523-542

2021

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Factors From Middle Childhood That Predict Academic Attainment at 15–17 Years in the UK: A Systematic Review

Frontiers in education (Lausanne), 2022-04, Vol.7

2022

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Outcomes of a Behavioral Education Model for Children With Autism in a Mainstream School Setting

Behavior modification, 2012-05, Vol.36 (3), p.298-319

2012

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Parental technoference and adolescents’ mental health and violent behaviour: a scoping review

Where Are the Costs? Using an Economic Analysis of Educational Interventions Approach to Improve the Evaluation of a Regional School Improvement Programme

Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching

Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils

TEACHING EARLY READING SKILLS TO CHILDREN WITH AUTISM USING MIMIOSPROUT EARLY READING

Meta-Analysis of Early Intensive Behavioral Intervention for Children With Autism

Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings

Teaching handwriting skills to children with intellectual disabilities using an adapted handwriting programme

Parenting Sense of Competence in Mothers of Children with Autism: Associations with Parental Expectations and Levels of Family Support Needs

Effects of implementation support on children's reading outcomes following an online early reading programme: A cluster‐randomised controlled trial

Using Participant Data to Extend the Evidence Base for Intensive Behavioral Intervention for Children with Autism

From evidence‐informed to evidence‐based: An evidence building framework for education

Emotional and behavioural problems of children with autism spectrum disorder attending mainstream schools

Increasing support staff fluency with the content of behaviour support plans: An application of precision teaching

Teaching conventional early reading skills to children with intellectual disabilities in special schools in the UK: a survey of current practices and perceived barriers

Implementing evidence-based practice: the challenge of delivering what works for people with learning disabilities at risk of behaviours that challenge

Collective effort to enhance the quality of research evidence in intellectual and developmental disabilities: a case study of an academic-practice network

Assessing the Social Validity of the SAFMEDS Strategy From the Perspective of Teachers and Children

Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools

Common approaches to intervention for the support and education of children with autism in the UK: an internet-based parent survey

UK parents' beliefs about applied behaviour analysis as an approach to autism education

Headsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial

Implementation Support Improves Outcomes of a Fluency-Based Mathematics Strategy: A Cluster-Randomized Controlled Trial

Factors From Middle Childhood That Predict Academic Attainment at 15–17 Years in the UK: A Systematic Review

Outcomes of a Behavioral Education Model for Children With Autism in a Mainstream School Setting

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